Academic Development學習能力發展

Using data of Yi children in cohort 1 (obtained from wave 1 to wave 4, i.e., between the year 2007 and 2009), we find that their academic outcome improves over time. Here, academic development refers to the academic motivation of Yi children and is measured by a 6-item self-deigned teacher-reported instrument. For more instrument information, please refer to the data access and instrument Section in the About the Project Page.

We look at academic motivation because it is associated with educational attainment and upward mobility, which is crucial for Yi children to break their cycle of poverty as well as the economic well-being of Yi community as a whole. Thus, understanding the academic development of Yi children is important.

The graph below shows the academic motivation of Yi children. Higher score means higher level of academic motivation. As illustrated, the academic motivation of Yi children shows a positive change over the years.

透過分析首組彝童的數據（取自第一至第四輪測試，即二零零七年至二零零九年），研究發現他們的學業表現隨時間有所進步。學習能力發展意指彝童的學習動機，研究設計了一個包含六個範疇並由老師彙報的量表以進行量度如欲獲得更多資訊，請參閱本網頁的「數據和量表」頁面。

學習動機和教育程度及社會上流能力有密切關係，有助彝童打破跨代貧窮的情況，並改善整個彝族社區的經濟狀況，因此，有了解彝童的學習能力發展的必要。

以下的圖表顯示彝童的學習動機，較高的分數代表較好的學習動機，從圖表可見，彝童的學習動機每年均有正面改變。

 

Improvements in Academic Motivation Overtime and Contributing Factors學習動機的改善和相關的因素

Longitudinal analysis using multilevel modelling shows a statistically significant improvement in the academic motivation of Yi children from wave 1 to 4. We observe an average of 0.69 unit of increase in their motivation scores across each time wave (b=0.69, t=9.83).

The following discusses the regression findings on the effect of each factor, measured at wave 1, on academic motivation:

Ethnic and Cultural Awareness. Yi children with higher levels of ethnic and cultural awareness show higher levels of academic motivation (b=0.57, t=2.80). Findings support our assumption that ethnic and cultural awareness affects Yi children positive development.

Relationship Quality. Yi children who share a better relationship with their fathers show relatively higher levels of academic motivation (b=0.66, t=2.73), while relationships with other family members (i.e., adopter, mother/late mother, and siblings) do not have an impact. Results support our conceptualisation that relationship with caregivers will affect the academic development of Yi children. Further research is needed to understand why relationship with father has a specific impact on Yi children’s academic motivation.

Maternal and Paternal Status. Both maternal and paternal status do not show any significant effect.

Number of Siblings. Number of siblings is associated with the academic motivation of Yi children.

Demographics. Male and female Yi children do not show any difference in their academic motivation. Yi children who are older at enrollment show a statistically significant higher level of academic motivation than their younger counterparts (b=0.68, b=3.47).

多層次模型的縱向分析顯示，第一至第四輪測試期間彝童的學習動機有明顯的改善，他們的行為分數在每一輪之間平均增加0.69個單位（b=0.69，t=9.83）。

研究運用了迴歸法分析了不同因素對彝童學習動機的影響，第一輪測試結果如下：

民族和文化意識：有較高民族和文化意識的彝童能獲得較高的學習動機（b=0.57，t=2.80），吻合研究對「民族和文化認知能促進彝童的正面發展」的假設。

關係質素：和父親關係較好的彝童在普通話語文能力方面取得較高的學習動機（b=0.66，t=2.73），但與其他人的關係（例如：收養者、健在或已過身的母親及其他兄弟姊妹）並沒有明顯的影響，以上的結果證實了研究的構想，即彝童與照顧者的關係會影響他們的學習能力發展。在這方面需要進行更深入的研究以了解為何彝童與父親的關係會對其學習動機有特別影響。

雙親的狀況：雙親的狀況對學習動機並沒有任何明顯的影響。

兄弟姊妹的數目：兄弟姊妹的數目對學習動機並沒有任何關係。

人口特徵：男性和女性的彝童在學習動機上沒有差異。入學年紀較大的彝童則比入學年紀較小的有較高的學習動機（b=0.68，t=3.47）。